Transcript Document

Rose Pringle
Associate Professor, Science Education
University of Florida
Culturally Relevant Pedagogy
for STEM Education
Educational Practice that Embraces Diversity
October 29, 2013
11 am (Eastern)
Lily Gossage
Research Associate
Engineering Education Research/Assessment
California State University, Long Beach
WEPAN Diversity Advancement Committee
WEPAN 2013-2014 Webinar Series
Host: Diane Matt – Executive Director, WEPAN
Moderator: Shawna Fletcher – Interim Director, Women in Engineering Program,
The Ohio State University; WEPAN Director of Membership
Speaker: Rose Pringle, PhD – Associate Professor, Science Education, University of
Florida (with acknowledgements to Natalie King, PhD Student Science Education,
School of Teaching & Learning, University of Florida)
Speaker: Lily Gossage – Research Associate, Office of Engineering Education
Research & Assessment, California State University, Long Beach; WEPAN Director of
Diversity Advancement
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General Info and Q&A
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WEPAN’s Core Purpose
• To propel higher education to increase the number
and advance the prominence of diverse
communities of women in engineering.
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About WEPAN www.wepan.org
• Core Values:
Knowledge, Collaboration, Inclusion and Leadership
• 880 members from 200 engineering schools,
corporations, government and non-profits
• Support WEPAN’s work! Join and make a donation at
www.wepan.org
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WEPAN Knowledge Center
http://wepanknowledgecenter.org
Goal: Increase the number, scope and effectiveness of initiatives to advance
women in engineering.
• Catalogued and fully cited resources-1,400+
Research, reports, data and statistics, agenda papers, bibliographies, best
practices,
• Online Professional Community
Network, collaborate, identify experts, share information
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Rose Pringle
Associate Professor, Science Education
University of Florida
Culturally Relevant Pedagogy
for STEM Education
Educational Practice that Embraces Diversity
Lily Gossage
Research Associate
Engineering Education Research/Assessment
California State University, Long Beach
WEPAN’s Diversity Statement
WEPAN strives to model a culture and an inclusive community that consciously
embraces and celebrates rich dimensions of diverse communities of women, allies, and
stakeholders. WEPAN advances best practices for increasing inclusive excellence through
an education- and industry-based network of members. WEPAN demonstrates these
values by creating a welcoming environment characterized by:
• Practicing mutual respect for those unique experiences and qualities that are
different from our own;
• Recognizing that diversity includes ways of knowing as well as ways of behaving;
• Acknowledging that bias is a conscious and unconscious practice that manifests itself
in the everyday discourse and actions of individuals and institutions;
• Building alliances across the range of individual and group differences, including the
engagement of male allies;
• Sharing best practices to ensure the equity and the success of all women engineers;
• Working collaboratively with other advocacy groups
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Poll Question #1
Why did you register for this webinar on Culturally Relevant
Pedagogy (CRP)? Select all that apply.
a) I have never heard of CRP, and I want to learn more about it.
b) I have heard of CRP, but I want to know how to implement it
(either in my classroom or in my program).
c) My student population is becoming increasingly diverse, and I
want to explore new approaches to reach them.
d) STEM graduation rates for my institution’s under-represented
minority students continue to lag, so I am interested in CRP
as a way to boost academic success.
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Culturally Relevant Pedagogy
Many Labels – Same Ideas
Culturally
Relevant/
Responsive
Teaching
Culturally
Appropriate/
Relevant
Pedagogy
Multicultural
Education
Attention to culture and its role in students’ learning
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What is Culturally Relevant Pedagogy (CRP)?
 Theoretical model
 Addresses student achievement
 Students accept/affirm their cultural
identity
 Facilitates development of critical
perspectives to challenge
institutional inequities
 Theoretical underpinnings; Learning . . .
 Is a socially mediated process
 Is related to cultural experiences
 May differ across cultures
Relevant Teaching
Strategies
Relevant Content
Maximizes learning
for ALL students
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Dimensions of Culturally Responsive
Education (same as CRP)
Prejudice
Reduction
Content
Integration
Culturally
Responsive
Education
Equity Pedagogy
Knowledge
Construction
School Culture
Source: Reproduced from 2008 National Center for Culturally Responsive Educational Systems, www.NCCRESt.org
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Tipping Toward a White Minority
Non-Hispanic Whites will drop below 50% of the U.S. population sometime around 2043.
Source: U.S. Census Bureau, 2012.
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STEM Fields by Gender, Race, Ethnicity
Source: National Center for Education Statistics, 1996 and 2001
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STEM Labor Work Force
Median annual earnings of full-time, full-year wage, and salary workers (age 25-34) and highest
level of educational attainment.
Source: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 2010.
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Impact of Perceptions
What does this photo
communicate? How about
the caption?
Caption: “When there is a manned
shuttle mission at the Kennedy Space
Center, you’ll find us on hand for lift-off
and landing. Because of the incredible
capabilities of our University of Florida
physicians and healthcare team, NASA
turns to us for medical support and
guidance. We’re proud to be a medical
provider to NASA and even prouder to
bring that care to you.
Source: Sumter County Times, Florida newspaper May 22, 2008.
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Impact of Perceptions (cont’d)
How about this photo?
Space race: Dorothy Metcalf-Lindenburger, Naoko Yamazaki
and Stephanie Wilson prepare for their voyage to the
International Space Station.
Source: Daily Mail Report, April 5, 2010
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Role of Culture in Students’ Learning
 A respect for cultural differences should exist in a place where
student populations are becoming more diverse (Nguyen,
Terlouw, & Pilot, 2006)
 Encourages students to examine academic content while
questioning how this knowledge contributes to a democratic
multicultural society (Howard, 2003; Ladson-Billings, 1992)
 Acknowledges, values, and integrates students’ cultural
identities/experiences in ways that enhance quality of
learning (Banks et al., 2005; Villegas & Lucas, 2002)
 Students’ strengths are identified, valued, and utilized in
order to promote student achievement (Villegas & Lucas,
2002; Richards, Brown, & Ford, 2007)
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Myths of CRP and What it is Not
 Only teachers of color can express culturally relevance
 Not appropriate for White students
 Help minority students feel good about themselves
 Feeds into stereotypes of learning styles
 Give African Americans kinesthetic activities and Asians
Americans independent activities
 Watering down curriculum
 Being generous with grades; Giving minorities a “free” pass
 Acknowledging ethnic holidays
 Adopting colloquial speech, dress, and mannerism
 Using the phrase “my bad” with African American students
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Examples of Poor Attempts at Incorporating
CRP in the Learning Environment
 “Slavery-Math Questions Cause Uproar At Manhattan
Public School” (CBS News, February 22, 2013)
 “In a slave ship, there can be 3,799 slaves. One day, the
slaves took over the ship. 1,897 are dead. How many
slaves are alive?”
 Creating a separate course section of Hispanic students and
teaching them about Hispanic scientists and engineers
 Hispanic Serving Institution grants should not be used to
exclusively target Hispanic students or tailor content for
Hispanic students
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What does CRP Look Like in a College
Environment or Classroom
 Multiple representations of knowledge
 Validate and leverage students’ cultural identities
 Equity and mutual respect (between students/instructors)
 Implement instructional conversations (e.g., discussion posts,
Google chats)
 Rethink assignments to include activities that connect to
experiences outside the walls of the university (e.g.,
community-based projects, service learning)
 Attend to a variety of learning styles (e.g., small group
discussions)
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Examples of Where CRP can be “Soft”
Incorporated in the Learning Environment
 Summer Bridge or “Jump Start” Programs
 Challenges: Not typically available to all students
 Benefits: Typically includes high-minority participation
 Introductory Course to the Discipline (e.g., ENGR101)
 Challenges: Modifications approve via curriculum committee
 Benefits: Available to all students
 G.E. Foundation course “paired” with Fundamental STEM
course (e.g., ENGR101 + ENGL100)
 Challenges: Complex scheduling and teaching coordination
 Benefits: Diversity across the curriculum
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CRP in a Beginning Engineering Course
 ENGR101 (“Introduction to the Engineering Profession”)
 California State University, Long Beach
 1.0-unit required major course, double-counted G.E.
 Specific Course Activities and Assignments
 “Intake” and “Exit” surveys (includes background info, sociocultural items)
 Engineering Profile paper
 Green Energy Project (i.e., social justice framework, etc.)
 Discussion Posts
 Lectures include historical-global context (i.e., Teotihuacan,
Angkor Wat, Machu Pichu, Biete Gyiorgis, Obelisk of Axum,
Dong Sonian sites in Vietnam)
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CRP in ENGR101
Survey Items
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CRP in ENGR101
Survey Results
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CRP in ENGR101
Survey Results (cont’d)
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CRP in ENGR101
Survey Results (cont’d)
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CRP in ENGR101
Example 2: Scholarly Discussion Post
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CRP in ENGR101
Example 2: Scholarly Discussion Response
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CRP in ENGR101
Example: History of Engineering
Biete Gyiorgis (Lalibela, Ethiopia)
Angkor Wat (Siem Reap, Cambodia)
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CRP in ENGR101
Use of Twitter and other Social Media
My “tweeps”
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Awareness and Stereotype Threat
 Be aware of your own assumptions, values, and biases to
understand diverse learners
 Resource: Harvard Implicit Bias Association Test
(Greenwald, 1998)
 Students treated as competent are likely to demonstrate
competence – self-fulfilling prophecy
 The condition of being at risk of confirming a negative
stereotype about a group to which one belongs (Steele &
Aronson, 1995)
 Ironically, the fear of confirming stereotypes negatively
impacts performance (Schmader, Johns, & Forbes, 2008)
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Invitation to 2014 ASEE Zone IV Conference
Theme: Diversity
 ASEE Zone IV
 Pacific Southwest (Arizona, California, Hawaii, and Nevada)
 Pacific Northwest (Alaska, Idaho, Montana, Oregon, Washington, and
Canada-Alberta, British Columbia and Saskatchewan)
 Rocky Mountain (Colorado, South Dakota, Utah, and Wyoming)
 ASEE Zone IV conference
 Theme: “Student Success Is Our Success: Developing Diverse Engineers for a
Changing World through Engineering Pedagogy & Practice”
 Dates: April 24-26, 2014
 Abstracts due: November 15, 2013
 Registration: $130 (before March 15th); $150 (after March 15th); $80
(students)
 Website: www.csulb.edu/colleges/coe/2014-asee-zoneiv/
 Contact: [email protected] (Co-Chairs: Lily Gossage& Panaddda Marayong)
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References
Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-Hammond, L., Duffy, H., & McDonald, M. (2005). Teaching diverse
learners. In L. Darling-Hammond & J. Bransford (Eds), Preparing teachers for a changing world: What teachers should learn and be able to do (232-274).
San Francisco: Jossey-Bass.
Culturally Responsive Education diagram. (2008). Retrieved October 20, 2013 from National Center for Culturally Responsive Educational Systems,
www.NCCRESt.org
Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal
of Personality and Social Psychology, 1464–1480.
Howard, T. C. (2001). Powerful pedagogy for African American students: A case of four teachers. Urban Review, 36, 179-202.
Ladson-Billings, G. (2005). The dream keepers: Successful teachers of African American Children. San Francisco; CA: Jossey-Bass.
Ladson-Billings, G. (1992). Culturally relevant teaching: the key to making multicultural education work. In C. A. Grant (Ed), Research in multicultural
education: From the margins to the mainstream. Bristol, PA: Falmers Press.
Nguyen, P., Terlouw, C. & Pilot, A. (2006). Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context.
Intercultural Education, 17,(1), 1–19.
Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115(2),
336-356.
Steele, C.M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social
Psychology, 69(5), 797-811.
United States Census Bureau (2010). American Community Survey. Washington. Retrieved October 20, 2013 from http://www.census.gov/acs/www/
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.
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Poll Question #2
How likely is it that you will attempt to incorporate Culturally
Relevant Pedagogy in your work (either in a course, program, or
workshop)?
a)
b)
c)
d)
e)
Highly Likely
Likely
Neither Likely nor Unlikely
Unlikely
High Unlikely
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Asking Questions and Discussion
• Participant microphones are muted for
webinar quality.
• Undock and expand the “Questions” pane in
the webinar control panel
36
Questions & Discussion
Host: Diane Matt – Executive Director, WEPAN
Moderator: Shawna Fletcher – Interim Director, Women in Engineering Program,
The Ohio State University; WEPAN Director of Membership
Speaker: Rose Pringle, PhD – Associate Professor, Science Education, University of
Florida (with acknowledgements to Natalie King, PhD Student Science Education,
School of Teaching & Learning, University of Florida)
Speaker: Lily Gossage – Research Associate, Office of Engineering Education
Research & Assessment, California State University, Long Beach; WEPAN Director of
Diversity Advancement
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Thank You for Attending
We Hope You Enjoyed the Webinar!
• Links to the PowerPoint and recorded webinar will
be posted at www.wepan.org > Webinars
• Share with your colleagues!
• Survey following the webinar—please respond!
• Support WEPAN—make a donation at
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• Pay a personal tribute to someone who has made a
difference to women in engineering
• Thank you for attending today!
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